Grade 8 Health 3rd grading

Grade 8

HEALTH EDUCATION

QUARTER 3

LEARNING MATERIAL No. 3

INTRODUCTION

Disease prevention and control is a very important
health concern because it affects the quality of people’s life. Communicable diseases
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not only threatens the sick person but also his/her family and the society in general.
Thus, protecting ourselves and our families from diseases is both a personal and social
responsibility.
This material will introduce you to the nature of communicable diseases and it’s
prevention and management. You will discover that the spread of communicable
diseases to the environment threatens the populace, so each one must understand how
to prevent the spread and learn how to manage it.
There’s a very popular saying “Prevention is better than cure.” As you go along,
you will notice that the diseases you are experiencing or encountering can be prevented
if you only know how to control them. Accordingly, if you lack self-discipline, then
prevention and control of diseases will be difficult to attain.
One thing is sure after learning from this material, you will be challenged to
become a catalyst for the control and prevention of communicable diseases. Start with
your self, family, neighbor, community including your school then extend it to the nation.
You just need to consistently demonstrate personal responsibility and healthful
practices in order to prevent and control communicable diseases.
Our target is to let this knowledge be seen in your actions, words, and way of
life. This is the best legacy you can contribute not only to you and your family but to the
whole nation.
Lastly, I hope that you will enjoy going through this material.

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OBJECTIVES

At the end of the lesson, you are expected to
 discuss the nature, prevention, and control of common communicable
diseases (mortality and morbidity);
 analyze the common beliefs about the causes of diseases;
 discuss the factors that influence disease transmission;
 explain the different elements of the chain of infection;
 discuss the stages of infection;
 discuss adolescents skin problems: nature, prevention, and control, as in
 Acne
 Warts
 Tinea (ringworm, jock, itch, athlete’s foot);
 recommend actions to prevent and control the spread of communicable
diseases;
 demonstrate self-monitoring skills to prevent and control communicable
diseases during adolescence;
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 demonstrate healthful practices in order to prevent and control communicable
diseases.

PRE-ASSESSMENT

Activity 1: How well do you know the nature of diseases?
Read very carefully each statement about the nature of communicable diseases. The
teacher will guide you as you react to its truth or falsity by putting a check (√) mark on
the appropriate box.
STATEMENT
TRUE
1
Organisms like bacteria and viruses are all over the
environment.
2
Many of the most common diseases are caused by tiny
microorganisms called pathogens.
3
Communicable diseases come from one infected person
to another.
4
Stomach ache is one symptom that can be manifested
by a communicable disease.
5
Viral hepatitis is caused by a virus that affects the liver.
6
Rabies virus can enter only the brain cells while polio
virus attacks only the nervous system.
7
Malaria is a sickness caused by a carrier mosquito.
8
Pinworms hatch and live primarily in the intestines of a
person.
9
Stagnant water is a reservoir for mosquitos to multiply.
10 It is the nature of pathogens to invade its host through
certain points of entry to cause morbidity.

FALSE

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EVALUATE YOUR ANSWERS
SCORE COMMENT
INDICATIONS
10
You are
You really know, understand, and practice the prevention of
Advanced
getting infected.
7-9
Very Good
You need to review someone so that you will know,
understand, and practice the prevention of getting infected.
4-6
Good
You are prone to get infected easily.
1-3
Poor
You have to do something because you are in danger of
getting sick easily.
Congratulations!
Since you did well in this activity, are you now excited to find out what’s in store
for you in the next level?

Activity 2 : SELF – INVENTORY
A. How do I rate…..?
Number your activity notebook from 1 to 20. Read the questions and respond by writing;
M if the statement describes you most of the time,
S if the statement describes you some of the time, and
N if the statement never applies to you.
Answer this self- inventory independently, without any assistance from your teacher or
anybody.
Total the number of each type of your response.
Proceed to the next section, the How Did You Score section.
1

QUESTIONS
I keep my immunization
records up -to-date.

2

I stay away from people who
currently have cold or flu.

3

I eat a balanced diet daily.

M S N

QUESTIONS
I listen and respond to my body that it
is tired or that something may be
wrong.
12 I wash my hands before and after
every meal, before preparing food,
and after using the toilet.
13 I shower or bathe regularly.

M S N

11

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4

I get at least eight hours of
sleep each night.
I exercise aerobically at least
three times a week.
I do not smoke.

14

I avoid using towels that
others have used.
8
I avoid using other people’s
combs and brushes.
9
I take a few minutes each
day to relax.
10 I stay at home within the first
day when symptoms of an
illness appear.

17

5
6
7

Total for Most of the time
Total for Some of the time
Total for Never applies

15
16

18
19
20

I do not share eating utensils or
glasses with other people
I cover my mouth when I cough or
sneeze.
I avoid walking around without
footwear.
I avoid eating dairy & poultry
products that are not refrigerated.
I advise my parents to make sure that
our pets have their vaccines too.
I put food wastes in closed
containers.
I support efforts of the government to
enforce public health laws for
immunization and reporting
communicable diseases.
Total for Most of the time
Total for Some of the time
Total for Never applies

B. How did you score?
Give yourself 4 points for each most of the time;
2 points for each some of the time;
0 points for each never answer.
Get your total and read the result of your score below:
60 to 80 = Excellent! Your disease prevention efforts are outstanding.
Congratulations!
40 to 59 = Good! You are doing very well in your efforts to prevent
20 to 39 = Fair! Disease prevention is not important to you. Some efforts will be
beneficial to you and to others.
Below 20 = Needs Improvement! Be careful. You may be spreading
communicable diseases to others. Now is a good time to
start taking good care of yourself.
C. What are your goals?
If you received an excellent score (60 to 80), complete the statements in part A only,
but if your score was fair (20 to 39), complete parts A and B.

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Part A.

Part B

1. I plan to learn more about disease
prevention by_______.

4. My behavior I am most likely to
change is _________________.

2. My timetable for accomplishing
this is ________________.
3. I plan to share my information with
other people by
___________________________
____

5. The steps involved in making
these change are ____________.
6. The people or groups I will ask for
support and assistance are
____________________________
7. My rewards for making this
change will be _______________.

Activity 3: Looks Familiar?
Group the class into five, each group will look closely on the pictures illustrating
different kinds of communicable diseases. You can choose your answer from the
choices below. Reflect on the causes of each communicable disease then plot your
ideas on the appropriate box.
Pictures of

Write on the first row the name of the disease,
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COMMUNICABLE
diseases

(look at the choices below).
Write on the second row the causes of the disease.

1

2

3

4

5

6

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10

Choices:

ACNE
INFLUENZA
PNEUMONIA
WARTS

ATHLETE’S FOOT
DENGUE
JOCK ITCH
MALARIA
RINGWORM
TUBERCULOCIS

ASSESSMENT: How far do you know these skin diseases?
IF…….
If you answered all
correct
If you got 4
If you got 3
If you got 2 and
below

YOU’RE…….

THEN………..
You are ready to discuss the nature, causes,
ADVANCED
and prevention of these diseases.
CONGRATULATIONS! You know very well.
PROFICIENT
You just need to read more about
communicable diseases. You know well.
APPROACHING You must exert effort to learn more about these
PROFICIENCY diseases. You have basic knowledge of it.
You need to exert effort to discover these
DEVELOPING

LEARNING GOALS AND TARGETS

Write your expected goals and targets in your journal. Your journal will be given
attention after we finished this material.
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I will demonstrate
understanding on the
prevention and control of
communicable diseases for
the attainment of my
wellness

The following are the things I will do to
demonstrate prevention and control of
communicable diseases for the attainment of my
wellness.
Date_____________
_______________________________________
________________________________________

________________________________________
________________________________________
________________________________________
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_______________________________________.

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I have to set my goals and targets on
how I can consistently demonstrate
personal responsibility and healthful
practices for the prevention and
control of communicable diseases.

Write down the steps
you will do DAILY to
consistently demonstrate
personal responsibility
and healthful practices to
prevent and control

____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
Please refer to page ___
entitled my personal
daily journal.
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____________
____________
____________
____________
____________
____________
____________

Activity 1:

Read, Analyze, and React.

One summer, my family went to Ilocos for our yearly summer vacation. One night
my daughter had a fever and what I did was to let her have medicine to lower the fever.
In the morning, I saw that rashes had appeared on her arms so I suspected measles. I
had her occupy another room where she was alone to prevent cross-infections.
After breakfast, my late mother-in-law brought my daughter out at the backyard
and started scattering some rice while talking indistinctively. She got some soil near a
tree where my daughter played and rubs it on my daughter’s arms, face, and feet. She
said that she did that because my daughter might have disturbed some spirits in the
back yard when she played there.
Judith Langbayan-Javier

React on what you read.
The teacher will guide you analyze the questions and assist you by reading the
questions aloud. Raise your hand if you need assistance. Write your answers in your
activity notebook.
1. Are the rashes the result of some disturbed spirit?
( ) yes
( ) no
2. Can playing at the backyard harm some spirits?
( ) yes
( ) no
3. Will scattering some rice around help heal the rashes?
( ) yes
( ) no
4. Does rubbing the soil in the arms, face, & feet
( ) yes
( ) no
heal the rashes?
EVALUATE YOUR ANSWER

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If you got 4 correct answers, then you really know the truth about some false
beliefs and practices.
If you got 3 correct answers, then you are not sure of the some false beliefs and
practices.
If you got 2 correct answers, then you need to focus, listen, and learn.
If you got 1 correct answer, then you are in danger, you practice a lot of false
beliefs and practices
5.
6.
7.
8.

What can you say about the story?
Do you agree with the belief of the mother-in-law? Why or why not?
If you were the mother-in-law, what should you do?
Have you heard of a similar story?
Share your answers to the class.
CRITICAL THINKING
If you are to give some questions about the readings, what will these be?
questions Use your own words.

Activity 2: Did you know?
Dear Naomi,
I received your text message about the Factors that Influence Disease
Transmission. Anyway, thank you for this opportunity to share to you what I
learned in my medical training.
As far as I can remember, the following are factors that influence disease
transmission. 1) Environmental Factors. Sanitation and sanitation facilities
can affect the transmission of diseases where food and water can become
contaminated because of poor sanitation. Pollution also plays a major role in
disease transmission as evidenced by floods during the rainy season. These
floods were the culprits in the spread of Leptospirosis.
Climate takes its role as an environmental factor. In our country we only have the
dry and wet seasons where various microorganisms that can cause morbidity
can thrive on each of these seasons. 2) Socio-economic Factors. Cultural
practices influence disease transmission. For instance, there are some places in
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the Cordilleras where people drink wine after a tiring day of planting and when
they drink they use one glass to show unity. I also experience one culture among
the Ilocanos, in a barrio where I had my medical practice, that all the members of
the family are to wash their hands in one basin of water before they eat.
Living arrangements in some cultures where people tend to live near their
livestock without knowing that these can be sources of diseases. Prostitution due
to economic factors where the poor tend to engage themselves into this activity is
one avenue for the transmission of communicable diseases as well.
There are other factors but for now these are the things I can share you. I
encourage you to read books that can give you more information.
Have a nice day,
Calvin Paul

Do this activity as a group. Row one will be group 1, row two will be group 2 and
row three will be group 3.
Copy the format below in your activity notebook. Based from what you read, read
the questions you see beside the shapes and fill in the shapes with your answers. The
first group to finish will write their answer on the board.

Title

What is the title?

What are
the factors?

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What are the things that affect the factors?

If your group got 9 correct answers, then your group is in the advanced level.
If your group got 7-8 correct answers, then your group is in the proficient level.
If your group got 5-6 correct answers, then your group is in the approaching
proficiency level.
If your group got 3-4 correct answers, then your group is in the developing level.
If your group got 1-2 correct answers, then your group is in the beginner’s level.
Put a (√) check mark before the statement if you have knowledge about it, an X
mark before the statement that you have just learned, and put a
statement that you want to know more about.

? mark on the

______A communicable disease is an illness transmitted through contact with
microorganisms.
______People, animals, food, surfaces, and air can all be carriers of the
microorganisms that pass infectious illnesses from one host to the next.
______The exchange of fluids or contact with a contaminated substance or individual
may be enough to allow the spread of communicable disease.
Now, focus on the statement that you want to know more about because the following
activities will be dealing more on the things you need to learn which are the nature,
prevention, and control of communicable diseases.
Activity 3: Germs, germs now has wandered
Dear students,
Hello! Let’s do some activities that will help you discover the importance of
protecting yourself from the different threats to your health. As you do this activity, you
will explain the different elements of the chain of infection. So I will group you into male
and female groups. The male will form a circle likewise with the female. Select a leader
who will hold the colored ball (ball is painted with washable paint). The leader will sing
the song first to be followed by the group while the ball is passed around. Select an “it”
who will be looking for the ball when it will be passed around. While singing the song
(germs, germs now has wandered…in the tune of “dollar, dollar now has wandered) the
leader will pass the ball to her/his right. The “it” will start to look for the ball. If she/he
finds/points at the person holding it then that person becomes the “it”, but if not, then
he/she remains the “it”.
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Keep singing until all of you hold the ball or have the paint on your hands. Try to
analyze the lyrics/wordings of the song.
Germs, germs now has wandered
From one hand to one another
It is here, it is here to get anybody standing there.

Let us start singing and pass the ball, the ”it” will stay at the center of the circle
and go around looking for the ball. The passing of the ball stops when everyone has
paint on her/his hand.
Activity 4: Share and Care
A) What did you understand about the lyrics of the song?
B) How do you relate the lyrics of the song to your daily experiences?
Figure 1 will be flashed on the board. The teacher will guide you as you fill up
each space with appropriate description. Use the questions as your guide.
In the context of disease transmission, what does the following represent?
A. ball
B. leader
C. act of passing the ball
D. student having paints on their hands
E. How would you name the activity?
B.

___________________

A. ____________
C.

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____________________
E. ________________________

D. _____________

Fig. 1
HOW DID I SCORE IN THIS ACTIVITY?
Score
4-5
2-3
0-1

Basis for the points/score
If you got this score, it means that you know the concept on how a person gets
infected by a communicable disease. Congratulations!
If you got this score then it shows that you have to focus and know the ways on
how a person gets infected by a communicable disease.
If you got this score, it means that you hardly know how a person gets infected
by a communicable disease so you need to strive harder.
Congratulations dear student! You are now ready to do the next level.

The following is a very interesting story. This story will help you remember your Under
Six experiences.
One rainy day, Christine Joy was fixing some old boxes in the store room. She
found a small booklet with graphs and remarks. She asked her mom some
explanations.
Her mother explained how CJ had her doses/shots of anti-measles, anti-polio,
anti-malaria, anti-TB, and many more. Her mom brings her to Under Six Clinic for
monthly check-ups and to take her vaccines. Her check-ups include taking her weight
and height, checking her ears, mouth and eyes to know if they are not infected.
According to her doctor, proper hygiene is one way to prevent getting infected.
Her mom said that having sunshine everyday and walking around the yard is one of the
most enjoyable activities CJ did because she wasn’t only walking but running after her
brother.
Now, how about you? What is your story?

Activity 5: What do you know?
In your activity notebook, draw your palm and fingers on it. Recall the healthful
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things your parents have done to you since you were a baby up to the present in order
to prevent you from getting sick.
Write each one on each finger in three minutes. You will be given one minute
each to share your work to the class.
After sharing your work with the class, take note of the focal points you have
had. Then list down the common and vital practices that your parents have done to you.
FIG. 1
If in the sharing,
the following words
are mentioned, list
them down and find
out how they will be
explored in the
following activities.
Immunity, vaccines, personal hygiene, physical fitness, and/ or biofeedback.
Did you know ?
There are three
levels of preventing
diseases: primary,
secondary, and
tertiary. In primary
prevention, activities
are done to prevent
one from having the
disease. This
includes getting
immunized, eating a
healthy diet, and
getting enough sleep.
The secondary
prevention activities
are done to prevent
further damages
when the disease has
already started. This
includes prompt
diagnosis and
treatment. For the
tertiary prevention,

Fill in each blank with appropriate entry/word. Then, follow
these guidelines to reduce the spread of infections.
 ________ everyday to keep your skin, hair, and nails
clean.
 Avoid sharing _________ or drinking utensils.
 Store & prepare food in a safe way to prevent food
_______________.
 _______ your hands after using the toilet and wash
your hands before and ___________ eating.
 If you are sick, avoid sharing your sickness to others.
Cover your ________ when coughing.
 There are three other ways to protect yourself from
_______________ diseases. You can become
___________ by having the disease. You can be
immunized by injection. If a _____________ is
available, then you can practice bio______back.
 There are three levels of prevention.
1) The P__________ level is used before the person
gets
the disease.
2) The S_______________ level is used after the
disease has occurred, but before the person
notices that anything is wrong.
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the focus is on
rehabilitating the sick
person so as to
prevent long-term
complications of the
disease.

3)The T______________ level targets the
person who already has symptoms of the disease;
to lessen the damage and pain from the
disease, to slow down the disease, prevent it from
causing complications, give the best care and to
make the sick healthy again.

EVALUATE YOUR ANSWER:
If you got 13 correct answers, it means that you are very much concern and helps
reduce the spread of infections.
If you got 11-12 correct answers, it means that you are much concern and helps reduce
the spread of infections.
If you got 6 – 10 correct answers, it means that you are concern in the reduction of the
spread of infections.
If you got 1-5 correct answers, it means that you are in danger of getting infected.

Activity 6: Know what you see.
Look at the figure and write in your notebook what you should do and what
you should not be doing if you are the one in the picture. Copy Figure 2 on your
notebook and write your answers on the column provided.
Look at the choices below and write the appropriate answers on their
appropriate columns.
WHAT I SHOULD DO
WHAT I SHOULD NOT BE DOING

1

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5
Figure 2
CHOICES:
1. Drink water all the time. I use my own
bottle/glass in drinking.
2. Use the comb properly.
3. Use my own towel.
4. Use clean socks and change it everyday.
5. Wash hands with soap and water.

1. Drink from somebody’s bottle/glass.
2. Use my comb alone and won’t share it
with others.
3. Not to share my towel or use others’
towel.
4. Share my socks to others or use others’
socks.
5. Be lazy in washing my hands before and
after using them.

Class, you will be grouped into five groups. Each
group will be composed of 10 members.
Activity 7: Act what you
know

Each group will draw from the box the type of
pathogens their group will represent. Read the
lesson about your drawing and discuss on how
you will present the lesson to the class.
1. Here are some suggested ways you can use to
present the lesson.
A. News casting
B. Skit
C. Classroom setting
D. Debate
E. Barangay Meeting
F. Acrostic
2. The lesson talks about the types of Pathogens
which are
a. Bacteria;
Toxins Bacteria;
Resident Bacteria;
b. Virus;
c. Rickettsias;
d. Fungi;
e. Protozoans;
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f. Parasitic worms
3. Make sure everyone understand the lesson and
uses his/her own words to explain and discuss it.
4. Each group is given 20 minutes to
prepare their group for presentation.
5. After 20 minutes, the leader from each group will
draw who will present first.
7. The following criteria will be the basis for scoring:
Clear explanation of the lesson
– 50%
Presentation of the lesson is creative
using the suggested means without
help from others
– 25%
Group participation (all the members
actively participated)
– 25%
Total------------------------------------------------ 100%

TYPES OF
PATHOGEN
PATHOGEN

BACTERIA

NATURE
Many of the most common diseases are caused by tiny
microorganisms called PATHOGEN. Pathogen infects, or invades
the body and attacks its cells and tissues. Some bacteria, rickettsias,
fungi, protozoans, certain types of worms, and all viruses are
pathogens. Diseases caused by the direct or indirect spread of
pathogens from one person to another are called communicable
diseases.
I read that BACTERIA are one-celled microscopic organisms that rank
among the most widespread of living things. Some are small that a
single grain of soil may contain over 100 million of them. Most
bacteria do not cause disease. In order to live, all bacteria must have
a food supply, as well as suitable temperature, moisture and
darkness. Some bacteria digest nonliving food materials such as milk
and meat. These organisms are called saprophytes. If the food supply is a
living plant or animal, the microorganism is called a parasite. The plant or animal
that the parasite feeds on is called a host.

TOXIN
BACTERIA

Toxin Bacteria produces a certain poison. Botulism is a food poison.
These bacteria live in the soil. Once they enter the body through a
wound, they can cause tetanus or lockjaw. Other bacteria cause
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pneumonia.

RESIDENT
BACTERIA

RICKETTSIAS

VIRUS

FUNGI

It lives in the human mouth and intestines and on our skin. These
help protect us from harmful bacteria. Lactobacili, found in the
gastro-intestinal tract, produce lactic acid from simple carbohydrates.
Coliform bacilli, found
in the intestines, help break down
carbohydrates and combat disease-causing bacteria. Resident
bacteria cause infections when it moves from where residents are.
Example, a bacteria in the mouth is moved to the ear then you get an
infected ear.
These are organisms that are considered intermediate, that is,
somewhere between a virus and a bacterium. Most of them grow in
the intestinal tracts of insects, which carry them to their human hosts.
Rickettsia requires living cells in order to grow and multiply. Blood
sucking insects, such as lice, mites, and ticks carry rickettsias to
humans. Typhus fever And Rocky Mountain spotted fever are
diseases caused by these organism.

Are small, simple life-like forms from one half to 100 the size of a
bacteria. These organisms are the human body’s worst enemies. All
virus are parasites. There are virus that invades animals and virus
that attack specific types of cells .Example, rabies virus can enter only
brain cells, polio virus attacks only the nervous system. Cold virus
enters the respiratory system. Viral hepatitis is caused by virus that
affects the liver. Mumps and mononucleosis are caused by viruses
that infect glandular tissues. Smallpox, chicken pox, shingles and
warts are infections caused by viruses that attack the skin tissues.
When virus enters the body, it attaches itself to a cell and releases its
nucleic acid into the host cell.
These are simple organisms that cannot make their own food. Many
lives on dead animals, insect, and leaves. Fungi are therefore
saprophytes. They prefer dark, damp environments. Two of the most
common fungi are yeast and mushrooms. ,Disease-producing fungi
invade mainly deep tissues of the hair, nails and skin. Fungi cause
infections of the scalp, such as ring worm, and of the feet, such as
athlete’s foot. Pathogenic fungi can also cause brain inflammation
and serious lung infections.
are single-celled organisms that are larger than bacteria and have

a
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PROTOZOANS more complex cellular structure. Most of these are harmless and they
are most common in tropical areas that have poor sanitation. They
cause malaria, African sleeping sickness and amoebic dysentery, a
severe intestinal infection.

PARASITIC WORM

A worm is classified as a parasite. (A parasite is a diseasecausing organism that lives on or in a human or another
animal and derives its nourishment from its host.) Lice are
examples of parasites that live on humans; bacteria and
viruses are examples of parasites that live either on humans
or in humans; parasitic worms (also called helminths) live in
humans. Helminth eggs contaminate food, water, air, feces, pets
and wild animals, and objects such as toilet seats and door handles.
The eggs enter the body of a human through the mouth, the nose,
and the anus. Once inside the body, helminth eggs usually
lodge in the intestines, hatch, grow, and multiply. They can
sometimes infest other body sites. The word "helminth" is
derived from the Greek "helmins" (worm). Helminthology is
the study of parasitic worms.
Common helminths and the problems they cause include the
following:
•

Roundworm: Roundworms hatch and live in the
intestines.

The eggs usually enter the body through contaminated water
or food or on fingers placed in the mouth after the hands
have touched a contaminated object. Symptoms of their
presence include fatigue,weight loss, irritability, poor appetite,
abdominal pain and diarrhea. Treatment with medication
results in a cure of about a week. Without treatment,
anemia and malnutrition can develop.
•

Pinworm:
Also
called
seatworms
and
threadworms,
pinworms hatch and live primarily in the intestines. The eggs
usually enter the body through the anus, through the nose or
mouth via inhaled air, or through the mouth on fingers that have
touched a contaminated object. Symptoms of their presence
include anal itching and sometimes pale skin and stomach
discomfort. If pinworms enter the vagina in females, discharge
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and itching may develop. Pinworms do not cause serious
complications. Treatment with medication results in a cure within
days.
•

Trichina spiralis: This worm lives in the intestines and causes a
serious illness known as trichinosis. The eggs usually enter the body
via raw or undercooked pork, sausage or bear meat. In the
intestines, the eggs hatch, mature, and migrate to other parts of
the body through the bloodstream and the lymphatic system. Early
symptoms include vomiting, diarrhea, and abdominal cramps. In
time, a high fever, puffiness of the face and muscle pain develop.
Eventually, the worms can penetrate the muscles, the heart, and
the brain and can cause death. Treatment with an anti-worm drug
such as thiabendazole, as well as bed rest and a physician's care,
can cure trichinosis. Recovery may take several months. Diagnosis
of trichinosis sometimes requires analysis of a tissue sample
(biopsy) taken from muscles.

•

Tapeworm: Tapeworms live in the intestines. The eggs
usually enter the body via raw or uncooked beef.
Symptoms of their presence are usually absent.
However, some patients experience abdominal pain,
fatigue, weight loss, and diarrhea. Treatment with
medication results in a cure within days.

•

Fluke: Flukes live in different locations in the body,
including the intestines, bladder, rectum, liver, spleen,
lungs, and veins. Flukes first mature inside freshwater
snails. After leaving the snails, they can enter the body of
humans by penetrating the skin of persons swimming,
bathing, or washing in water where flukes are active.
Infected persons can re-contaminate the water by
urinating or defecating in it. Most infected persons
experience no symptoms. However , some infected persons
may experience rash, itching, muscle aches, coughing, chills, and
fever. Flukes pass out of the body, but persons can become
infected again and again. In time, the repeated infections can
damage the liver, bladder, intestines and lungs. In rare cases, flukes
can invade the spinal cord or brain and cause seizures and paralysis.
Fluke-caused illnesses are classified as schistosomiasis (also called
bilharziasis) and are mainly confined to Africa, parts of South
America and the Caribbean, and parts of the Middle East, China,
and the Philippines.
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Prevention of helminth diseases usually requires frequent washing
of hands, frequent cleaning of bathrooms and kitchens, and
thorough cooking of the food they infest -- mainly beef, pork,
sausage, and bear meat. Water supplies should be chlorinated, if
possible.
RICK
ETTSIAS, FUNGI

ASSESSMENT FOR KNOWLEDGE
SCORE

REMARK

90-100

You belong to the
Advanced group

81- 89

You belong to the
Proficient group

70 - 80

You belong to the
Approaching
Proficiency group

50- 69

You belong to the
Developing group

49 and
below

You belong to the
Beginning group

INDICATOR
You have very clear knowledge about the lesson
because you explained the lesson with confidence
using creative presentation without any help from
others. The whole member of the group actively
participated and the class attentively enjoyed your
presentation.
You have clear knowledge about the lesson because
you explained the lesson using a creative presentation
without any help from others. The whole member of the
group participated and the class enjoyed your
presentation.
You have clear knowledge about the lesson because
you explained the lesson presentation but with a little
help from others. The whole member of the group
participated and the class watch your presentation.
You have vague knowledge about the lesson because
you explained the lesson using the means of
presentation with much help from others. The whole
class watch your presentation
You hardly know the lesson because you hardly explain
the lesson using the means of presentation and with
much help from the teacher. The whole class watched
your presentation.

173

Congratulations dear students! You are now ready to do the next level.

Activity 1: MATCH and CONNECT
The pap sheet about the chain of infection will be given to you. Carefully read
each numbered entry and choose from the word pool the appropriate term being
described. The teacher will help you do the activity.
1. A volunteer from each row will read aloud the definitions very well, then write the
word of the first in the link chain.
2. Another member of the row will explain in her/his own words the meaning of the
chain.
3. The other rows will do the same until the link chain is discussed.
CHAIN

MEANING/DEFINITION

174

is an organism with the ability to cause diseases. The greater
1. ____________ the organism's virulence (ability to grow and multiply), invasiveness
(ability to enter tissues), and pathogenicity (ability to cause
Individually copy figure 2 on
diseases),
your activity notebook and the possibility that the organism will cause an infection.
the greater
put the different Infectious agents are bacteria, virus, fungi, protozoa, and parasitic
chain of
infections based worms.
on the
story below. Rememberplace within which microorganisms can thrive and reproduce.
is a that
the elements
2.____________ in the chain
For example, microorganisms thrive in human beings, animals, and
are sequentially arranged. objects such as water, table tops, and doorknobs.
inanimate
The
1
most common reservoir is the human body.
Peter joined the school fun
run, his desire is to win so
he didn't mind if provides a way for a microorganism to leave the
he was
stepping on waterreservoir. For example, the microorganism may leave the reservoir
wherein
6
2
3.____________
his feet was soaked. Even if nose or mouth when someone sneezes or coughs.
through the
this feels uncomfortable
Microorganisms, carried away from Chain of by feces, may also
the body
because his feet were very reservoir through an infected bowel.
infection
leave the
itchy, he only removed his
socks that evening the mode of transmission, is the method by which the organism
in that’s
why it was very smelly.
5
3
4.____________
moves from one host to another. The mode of transmission are
contact, droplet, air-borne, food-borne/water-borne, Vector-borne
He hanged it at the back of
(usually insect).
the refrigerator to dry and
4
immediately went to sleep
because he was soan opening allowing the microorganism to enter the host. This
tired.
Fig.2
5.____________
includes body orifices, mucus membranes, or breaks in the skin.
Early that morning, his
Tubes placed in body cavities, such as urinary catheters, or from
brother John saw that sock produced by invasive procedures such as intravenous
punctures
hanged at the back ofreplacement can also serve as portal of entry.
fluid the
refrigerator and used it
thinking that it was a person who cannot resist a microorganism invading the body due
clean.
6.____________

to immunity of physical resistance to overcome the invasion by the
pathogenic microorganism

Word Pool:
MODE OF TRANSMISSION

PORTAL OF EXIT

RESERVOIR

PATHOGEN

PORTAL OF ENTRY

SUSCEPTIBLE HOST

175

Get clues from the guide questions below.
Explain the chain of infection to the class.
Guide Questions;
1. What types of pathogens has the ability to cause Peter diseases?
2. What is the place within which microorganisms can thrive and reproduced?
3. Where is the reservoir of the microorganisms?
4. How did the microorganisms transfer to John?
5. Where did the microorganisms enter John?
6. Who is this next host?

LET
US
SEE
HOW
YOU
SCORED

If you answered all correctly then you are skillful in analyzing the definitions
and can write the sequence of the chain of infection correctly. Therefore,
you are considered an Advanced Student.
If you got 7-9 correct answers then you have some skills in analyzing the
definitions and in writing the sequence of the chain of infection correctly.
So this makes you a Proficient Student.
If your score is 4-6, then you need more skills in analyzing the definitions
and in writing the sequence of the chain of infection correctly. You are
Approaching Proficiency.
But if you scored 1-3, then you really need some more skills in analyzing the
definitions and in writing the sequence of the chain of infection correctly.
You are still Developing.
The danger is if you got zero then you are just beginning to learn skills in
and analyzing the subject.

Activity 2: Fill my lacking correctly
Each group will read the “chain letter” and fill-in the blanks with the correct
word . Start to answer when you hear the bell and stop when you hear the word
“time is up.” All groups will submit their papers after 5 minutes of answering.
Exchange papers and check the answers as the class goes over the letter.
The teacher will clarify misconceptions as the need arises.
“THE CHAIN LETTER”
(1) P________________ is a disease-causing organism which includes bacteria, virus,
parasitic worm, protozoa, and fungi and lives in the ( 2 ) R________________ which can be a
living or non-living object. In order to be transmitted, the pathogen leaves the reservoir through
the (3) P_______ o__ E_____.Examples include the mouth, nose, anus, and other special body
openings. The pathogen is then passed through a direct or indirect (4) M_____of
T____________ from one host to the next host. It is transmitted through a living vector like a
mosquito or flea. Some diseases like malaria have complicated life cycles involving more than
176

one species. Some are transmitted by respiratory droplets, while others are through blood
contact, semen, or other secretions. Hand-to-mouth is a common mode for gastrointestinal
pathogens. The organism enters the body through the (5) P__________ o__ E______. Such as
the nose, skin, or mouth. The portal of entry determines the type of personal protective
equipment (PPE) to use to keep health care workers, family, and visitors safe in the hospital. The
( 6) S________H_____ is a person with low immunity to disease. This includes the very old,
and the immune suppressed (due to genetics, transplant drugs, malnutrition, or viral infection
like HIV).

-Michelle Ziegler, Contagions, wordpress.com
EVALUATE YOUR ANSWER:
SCORE
6
5
3-4
0-2

REMARKS
An Advanced
Student
A Proficient
Student
Approaching
Proficiency
Student
A Developing
Student

COMMENT!
You were able to process very well the elements of the chain
of infection. Congratulations!
You were able to process well the elements of the chain of
infection.
You found it hard to process the basic knowledge of the
chain of infection.
You still need to double your effort in processing the chain of
infection.

Activity 3: Read this!
Hello my dear student,
Here are some additional preventive measures for diseases according to
different modes of transmissions. In addition to your general hygiene practices,
vaccination and standard precautions, specific preventive measures should be
adopted when dealing with diseases with various modes of transmission. In order
for you to avoid the spread of infections, if you are sick, you should avoid going to
school or going outdoors. The suitable time for you to return to school depends on
your health conditions.
Copy the following chart on your activity notebook, and as you go through
this lesson, underline with green color/pen the examples of diseases that you
already experienced. Underline with red color/pen the diseases that you have now.
For the preventive measures, underline with black color/pen the practices you are
doing regularly and underline with blue color/pen the preventive measures that you
need to practice to prevent infections.

177

Mode of
transmission

Examples of diseases

PREVENTIVE MEASURES

Hand, foot and mouth
disease,

 Adopt proper isolation for the sick.
No human contact.

Acute conjunctivitis,

 Keep both hands clean and perform
hand hygiene properly.

I – DIRECT

1. Contact
transmission
(Kissing)

178

(handshakes
with a sick
person)

(sleeping with
someone with
lice)

Scabies

 Clean and disinfect properly the items
used by patients.

Head lice

 Do not share towels and other personal
items.

179

 Wear gloves when making contact with
patients.

Chickenpox

2. Food-borne/
water-borne
transmission

Viral gastroenteritis,

Ensure all food is adequately cooked
especially high risk food like shellfish.

180

Food poisoning,

 Perform hand hygiene before meals
and after going to the toilet.
Cholera,

Bacillary dysentery,
Hepatitis A,
 Handle vomitus and excreta properly.
 Sick food handlers should refrain from
work and seek medical advice early.

181

Hepatitis E

3. Vector-borne
transmission
(usually
insects)

Dengue fever,

 Maintain environmental hygiene to
prevent breeding of insects /
mosquitoes, e.g. prevent
accumulation of stagnant water.

Mosquito bites
And
Insect bites

 Take personal protection to prevent

182

Malaria,

insect /mosquito bites, e.g. wear lightcoloured, long-sleeved clothes and
trousers/pants and use insect
repellents.

Japanese encephalitis

II – INDIRECT
1. Droplet
transmission

Influenza,

 Maintain good indoor ventilation

 Keep
183

both hands clean. In particular,
perform hand hygiene properly and
immediately after making contact with
sick persons having respiratory

Common cold,

(Coughing)
secretions.
 Cover mouth and nose when sneezing
or coughing. Use tissue papers to
contain respiratory secretions and
dispose them in garbage bins with lid.
 People with respiratory infection
symptoms and their close contact/aids
should wear surgical masks.
 Keep a distance of at least one metre
from the sick person.
 Seek medical advice immediately if
unwell.
Streptococcus

(Sneezing)

184

pneumoniae infection
 Adopt proper isolation for the sick.
 Use appropriate personal protective

equipment when necessary.
2. Air-borne
transmission

Pulmonary

 Maintain good indoor ventilation

 Seek medical advice immediately if
unwell.

tuberculosis,

185

Measles,

 Anyone with symptoms suggestive of
air-borne transmissible diseases should
not attend school.

Chickenpox

After going through this lesson, do the activity below. The teacher will
guide you fill in the shapes with the correct answers. Answer the questions that
follow.

1. What are the TWO KINDS OF TRANSMISSION?

186

2. What are the different MODES OF TRANSMISSION?

3. Give EXAMPLES of communicable diseases.

4. What are their PREVENTIVE MEASURES?
SCORE

REMARKS

INDICATOR
187

25

You’re advanced

20-24

You’re proficient

15-19

You’re
approaching
proficiency

10-14

You’re developing

6-9

You’re beginning

You know and understand very well the modes of
transmission of communicable diseases and their
preventive measures.
You know and understand well the modes of
transmission of communicable diseases and their
preventive measures
You know and understand the modes of transmission of
communicable diseases and their preventive measures
You hardly know and understand the modes of
transmission of communicable diseases and the
preventive measures.
You are prone to be infected with communicable
diseases because you don’t know the preventive
measures.

PCRITICAL THINKING
l
n Independently process this activity.
Observe, Reflect, and React
The Cough Etiquette

B

A
Analysis.

Evaluate yourself.

What do you see in picture A?
Do you think this is a very fast way to

Look at picture B.
Which of these 6 prevention tips do you
188

infect other people with diseases?
Prove your contention.
Share your analysis to the class, your
family and friends

strictly practice and why?
What is its effect to you?
Which of these 6 prevention tips do you
hardly practice and why?
What is its effect to you?
So what are you planninig to do now?

Analyze and Evaluate
1. People say that the hands are
the dirtiest part of the body.
 Do you agree? Why
and why not?
2. People say that washing the
hands is the most neglected
practices that a person does.
 Do you agree? Why
and why not?

ACTIVITY 1: A life-changing letter
189

Dear students,
This life-changing letter is about the course of infection by stages. Read it
very carefully and understand how infection manifests through its various stages.
When a person is sick, the first stage of infection is incubation. It is the period
starting from the entry of the pathogen until the appearance of the first sign. For
example: chicken pox, it takes 2-3 weeks of incubation. For common cold,1-2
days of incubation, influenza takes 1-3, days and 15-18 days for mumps.
The second stage is called the prodromal stage which starts from the
onset of non-specific signs and symptoms such as fever.
Illness stage begins when more specific signs and symptoms appear. For
example, common cold is characterized by sore throat, sinus congestion,
rhinitis, mumps manifested by ear ache, high fever, and salivary gland swelling.
The last stage of infection is an interval when acute symptoms of infection
disappear. The length of recovery depends on the severity of infection and the
sick person’s general state of health. Recovery may take several days to months
and is called the convalescence stage.
By understanding the chain of infection, the sick person must intervene to
prevent the infection from developing any further. When a sick person acquires
an infection, he/she must observe signs and symptoms of infection and take
appropriate actions to prevent the spread like staying away from other people,
and taking the doctor’s advise seriously. Infection follows a progressive course
as explained above. The severity of the sick person’s illness depends on the
extent of the infection, the pathogenicity of the microorganism and
susceptibility of the host.
I hope that you were able to learn something about the stages of
infections.
-Michelle Ziegler, Contagions, wordpress.com

In addition, look at the graph showing the stages of infection. Study the graph and share
what you learned to your classmates, friends, and parents.

190

disease process,
faculty.irsc.edu

Now that you finished
reading and
understanding the
chain and stages of
infection,
here are some
activities to test what
you have understood.
Row 1 will do Activity 1.a: What’s the word?
Row 2 will do Activity 1.b: Pick and Put, and
Row 3 will do Activity 1.c: Explain the graph.
Each row will discuss their outputs to the class after 5 minutes.

ACTIVITY 1 .a: What’s the word?

191

4

1

2

3

1. Copy the puzzle in your activity notebook and write the letters on the boxes to
form each word being described.
2. Choose your answer from these choices:
Convalescence stage, Incubation stage, Illness stage, Prodromal stage
Across
1. This is the interval between entrance of pathogen into the body to the
appearance of first symptoms.
2. This is the stage when the sick person exhibits signs and symptoms specific to
type of infections.
3. This is the interval when acute symptoms of infection disappears (length
depends on severity of infection and sick person’s state of health).
Down
4. This is the interval from the onset of nonspecific signs and symptoms to the
192

appearance of more specific symptoms. Time when microorganisms grow and
multiply and the sick person may be more capable of spreading disease to
others.
If I got 4 checks then I understood the intervals of infections.
If i got 2 checks then I need to reflect on my answers in order to understand the intervals of infections.

CRITICAL THINKING
Now that you read and understood the definitions of the stages of
infection, choose a stage where you think is the best stage to CUT
from the flow of infection and explain why you chose that stage?
1.b: Pick and put
Choices of symptoms are written on the strips. Copy on your activity notebook the
table as shown below and pick the answers from the choices and write them on the
columns that describe the stages.
Incubation stage

Prodromal stage

Illness stage

Convalescence Stage

CHOICES:
Length of recovery
depends on
severity of infection
and patient’s
general state of
health; take
several days to
months.

Chickenpox, 2-3
weeks
Common cold, 1-2
days
Influenza, 1-3 days
Mumps, 15-18
days

Malaise, low-grade
fever, fatigue

Common cold
manifested by sore
throat,
sinus congestion,
rhinitis, mumps
manifested by
earache.

1. If I was able to put all the symptoms in the boxes correctly then I have clear ideas
193

about them.
2. If I wasn’t able to get all the symptoms in the correct boxes, then I have to
analyze and reflect on the symptoms understand it better.

CRITICAL THINKING: WHAT WILL YOUR GROUP DO?
Now that you have classified the symptoms in each column and
stages, choose a stage were you think is the best stage to STOP the flow of the
infection and explain why you chose that stage?
1.c: Explain the graph
Explain in your own words the graph of the stages of infection
Guide questions;
1. Where did the arc started and where did it end? What does it mean?
2. Explain the flow of the arc. If you noticed, it started low, then up, then it goes
down.
HOW DID I SCORE IN
THIS ACTIVITY?
1. If I was able to
explain very
well to the class
the stages of
infection then I
have clear
ideas about
them.
2. If I wasn’t able to explain very well to the class the stages of infection then I have
to analyze and reflect on the stages of infection until understand it better.
CRITICAL THINKING
CAN YOU DO SOMETHING ABOUT IT?
After your group explained the stages of infection, as a group,
choose a stage that you think is the best stage to CUT the flow of infection and
explain why you have chosen that stage.
Congratulations to each row for a great job. Now everyone understood the lesson, we
194

will proceed to our next activity.
Do you get to the point that you need to make a decision? Well, our next activity is
about decision making.
ACTIVITY 2: I have to decide.
Read the first column “when the following happens…” and read the second column,
“what will I do?” Connect them and put a check mark on each appropriate box.
When the following happens…

What will I do?
YES

By understanding the chain and
stages of infection
When I acquire infection
When there are symptoms and
signs
If the symptoms and signs
persists

1st

2

nd

3rd

NO

I will intervene to prevent
infections from developing.
I will observe signs and
symptoms of infections.
I will take appropriate actions to
prevent its spread.
I will see the appropriate
doctor/medical specialist.

If you checked all yes, then you are really a disciplined and health- conscious
student. You are ready to be a model for others to follow.
If you answered 2 yes, then you have to go back to where you started and
internalize or analyze what a sick person should do
when he is infected. So that when it happens to you,
you will apply it.
If you answered 1 yes, then you have to read the module and other health
readings that I have given you so that you will
understand what to do during the course of infections.

Congratulations everyone! How do you find the activity? Is it really hard to decide? We
find it hard sometimes to decide but we need to stand to our decision.
ACTIVITY 3: Read me aloud!
One from each row will read this short information about the

Levels of

Prevention of getting sick.
TERTIARY LEVEL
SECONDARY LEVEL
195

PRIMARY LEVEL
What is primary prevention?
-Activities are done to
prevent one from
having the disease.
Examples:
-getting immunized;
-eating a balanced diet;
-getting enough sleep;
-avoiding vices;
-Don’t abuse yourself by
doing a lot of work that
can cause sickness.
-In order not to get sick of
Loose Bowel Movement,
practice washing your
hands with clean water
and soap before & after
it is used.
-Immunizations are
probably the best
example of primary
prevention, and health
education to all.

What is tertiary prevention?
What is secondary
prevention?
-Activities are done to
prevent further
damage when the
disease has already
started.
Examples:
-prompt diagnosis and
treatment.
-So if a child is diagnosed
with Loose Bowel
Movement, he must
follow the doctor’s
instructions very
strictly. This is to
prevent LBM from
becoming dysentery or
even worses.
-Screening tests are
excellent examples of
secondary prevention.
By diagnosing diseases
quickly,

-the focus is on
rehabilitating the sick
person so as to prevent
long-term complications
of the disease.
Example:
-If the child is suffering
dysentery, he must be
close monitored
because he/she can die of
dehydration and
complications. He can be
confined in a hospital
for strict monitoring.
-Tertiary prevention include the
follow-up and monitoring of all
prescribed medications to make
sure the patient is taking them,
therapy to help restore functions in
debilitating diseases and any
medical procedure means to treat
or cure the disease itself.

CRITICAL THINKING
Analyze the following questions and write your reactions on a whole
pad paper.
1. If you are a mother and your toddler is very sickly. What do you think is the
reason why he is very sickly? What will you do?
196

ACTION: What will you advice your neighbor who just gave birth?
2. Inside your classroom, your bestfriend fainted. How will you know the cause of
her fainting? What will you do?
ACTION: What will you advice your best friend after getting conscious?
3. Your neighbor was electrocuted and had a third degree burn. You helped bring
him to the hospital. After three days, you heard the doctor explain to your
neighbor the best way to prevent the spread of infection. Amputation was his
suggestion but your neighbor did not like it. What will you do?
ACTION: Explain to your neighbor the importance of prevention. Explain why is
amputation needed?
Read and learn the following in order to avoid and prevent encountering them.
Infectious
Agent

How it looks

What it is

Examples

One-celled organisms that
is found almost everywhere.

Strep throat,
tuberculosis,
sinus infections

Bacteria

dangerous bacterium. It is
estimated that listeria
causes approximately ...

Extremely small organisms
that consist of a protein coat
and some genetic materials.
Virus

Cold,
Influenza

197

Ebola virus

Fungus
A fungus relies on other
living or dead organisms to
survive; yeast, molds, and
mildews are included in this
group.

Athlete’s foot,

Athlete's foot fungus, SEM
Fungus - Jock itch Pictures
& Images (Fungal infection
- groin .
400 x 320 | 13.7 KB
health.allrefer.com

198

Ringworm
A single-celled organism;
much more complex than a
bacterium; protozoal
Amoebic dysentry
infections usually come from
infected water or food.

Protozoan

Amoeba
proteus Protozoan,
pseudopods

Parasite

An organism that lives in a
host organism; draws
nourishment from a host;
some may be very large.

Tapeworm,

Parasite | Health
Dictionary
426 x 399 | 38.5 KB
www.beltina.org

Malaria
WHAT NOW?

As a student, what can you do to make our environment clean
and keep ourselves free from disease?
199

Do you believe
that you can do
great things to
prevent the
spread of
communicable
disease?
Adapt the
quotation that
says
“Ako ang simula”

Use these guides to come up with a personal daily journal.
Title: Making Small Things to Prevent the Spread of Diseases.
How? Before you sleep, write down on your journal what you
have done for that day. For example, I picked scattered
wrappers inside the classroom and I washed my hands
with soap and water after wards.
You can write on your journals everyday and you are free to
adapt a strategy on how to do it. You can also make posters.
Decide on what to do to demonstrate your understanding of the
general methods of disease prevention and control.

ACTIVITY 4: Advertise what you know
Form six groups and do this activity. In column A, make an
advertisement/drawing on the prevention of skin diseases described in the column B.
Write your advertisement/drawing in your activity notebook.
The following criteria will be the basis for judging your work.
1. Does your advertisement/drawing match each description in column B?
2. Did you make a very clear message for the public in the advertisement/drawing?
3. Is it attractive that can easily catch the eyes of people?
COLUMN A

COLUMN B
Ringworm of the Body (Tinea Corporis)

Ringworm usually causes a very itchy rash. It often makes a pattern in
the shape of a ring, but not always. Sometimes it is just a red, itchy
rash. The outer ring is very reddish and another ring in the middle is
reddish too. The in-between is whitish.
To prevent ringworm:



Keep your skin clean and dry.
Change your socks and underwear at least once a day.



Wear loose-fitting cotton clothing.



Avoid tight underwear, pants, and panty hose.



Always dry yourself completely after showers or baths. After drying your skin
with a towel, allow your skin to air-dry before

200






putting your clothes on.
You can also use a hair dryer, set on a cool setting, to dry
your skin.
Do not share clothing, sports equipment, towels, or sheets. If you



think you have been exposed to ringworm, wash your



clothes in hot water with fungus-killing (fungicidal) soap.






Wear slippers or sandals in locker rooms, showers, and public
bathing areas.
Shower and shampoo thoroughly after any sport that requires
skin-to-skin contact.

Acne has always been a common skin problem among teenagers
and adults. This disease is also known to cause stress or
embarrassment on its sufferers. Thus, acne has become an
almost dreaded skin condition. So if you don't want to experience
having a hard time dealing with the possibility of acne growth on
your skin, the best thing that you can do is to learn how to take
care of your skin. Acne is usually caused by the following factors
-- dirt, excess oil, and unhealthy lifestyle.
Prevention is, in washing your face, make sure that you use a
gentle soap or cleanser that matches your skin type to effectively
eliminate sweat, excess oil, and dirt from your face, otherwise
your skin pores will clog and soon pimples might appear.
Moreover, in drying your skin, make sure that you use only clean
towels.
Wash acne-prone areas only twice a day. Washing removes
excess oil and dead skin cells. But too much washing can irritate
the skin. Wash areas with a gentle cleanser and use oil-free,
water-based skin care products.
Avoid heavy make-up. Choose powder cosmetics over cream
products because they're less irritating.
Remove make-up before going to bed. Going to sleep with
cosmetics on your skin can clog tiny openings of the hair follicles
(pores). Also, be sure to throw out old make-up and clean your
cosmetic brushes and applicators regularly with soapy water.
Wear loose-fitting clothing. Tight-fitting clothing traps heat and
moisture and can irritate your skin. Also, whenever possible,
avoid-tight fitting straps, backpacks, helmets, or sports equipment
to prevent friction against your skin.
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Shower after exercising or doing strenuous work. Oil and
sweat on your skin can trap dirt and bacteria.
• At all times try to keep your hands and hair away from your
face. Your hands and you hair may contain oil and dirt. If
contacted on your face it can contaminate the pores and
cause acne.
•

Never squeeze or pick your spots! We all know this maybe
very tempting, but it would only makes matters much
worse. Most spots will heal on its own. Picking at spots will
just increase the chance of it spreading the bacteria or
even worst permanently scarring your skin. So remember
never to pick on it.

•

Trying to reduce stress in your daily routine wherever
possible is a great way to prevent acne. More sleep, do
more exercise, taking warm baths and a balance diet will
contribute to physical well being and hence prevent acne.

Athlete's foot is caused by a fungus that grows on or in the top layer of skin.
Fungi (plural of fungus) grow best in warm, wet places, such as the area
between toes. It looks like a burned skin because it has scales and it is reddish
and itchy.
Athlete’s foot
Wear flip-flops in affected areas.
•
•

Use anti-fungal sprays or powders on shoes and feet.
Dry the feet and between the toes first after a shower to prevent
spread to other parts of the skin.

•

Avoid tight or closed footwear especially in warm climates.

•

Change socks daily. Cotton socks keep the feet cooler.

•

Wash towels daily.

WARTS are the most common of dermatological complaints. Three out of
four people will develop a wart (verruca vulgaris) at some time in their
lives. Warts are slightly contagious, and you can spread them to other
parts of your body by touching them or shaving around infected areas.
Children and young adults are prone to getting warts because their
defense mechanisms may not be fully developed, but it is possible to
get a wart at any age. Warts are caused by the human papilloma virus
(HPV), which enters the skin through a cut or scratch and causes cells to
202

multiply rapidly. Usually, warts spread through direct contact. Each
person responds differently, and not everyone exposed to HPV will
develop a wart. They can be all over the parts of the body.
They are small black or brownish hard grown skin. They can become bigger
especially when they are always touched.
PREVENTION:

To reduce your risk of plantar warts
Avoid direct contact with warts.
This includes your own warts.
Keep your feet clean and dry.
Change your shoes and socks daily.
Don't go barefoot in public areas.
Wear sandals or flip-flops in public pools and locker rooms.
Don't pick at warts. Picking may spread the virus.
Don't use the same file, pumice stone, or nail clipper on
your warts as you use on your healthy skin and nails.
Wash your hands carefully after touching your warts.

Jock itch is characterized by an itchy, red rash on the genital,
inner thighs and buttocks. It occurs in warm, moist areas of the
body and is common in athletes and people who are obese or
perspires a great deal. Jock itch (groin infection)
•
•

Wash the groin daily. Dry the skin carefully after bathing.
Do not dry the feet before the groin to reduce the risk of
spreading the fungi from the feet.

•

Change underwear daily.

•

Wash towels daily.

CRITERIA:
90-100 For an advertisement that has a clear message, harmonious combination of 4
colors, simple presentation, and placed in a 1/8 illustration board
85-89 For an advertisement that has a clear message, combination of 4 colors,
presented in a 1/8 illustration board.
80-84 For an advertisement that has a message, combination of 4 colors and
presented in a 1/8 illustrated board.
75-79 For an advertisement that has a message, combination of 3 color and
presented in a 1/8 illustrated board.
ASSESSMENT
203

REMARKS
Advanced
90-100
Proficient
85-89
Approachin
g
Proficiency
80 - 84
Developing
75- 79

INDICATION
For a very well done work. The advertisement/drawing matched very well
what is being described in column B. A very clear and attractive message
that catches the attention of people for them to read about the prevention
of skin diseases.
For making the advertisement/drawing that matched well what is being
described in column B. There is a clear and attractive message that
catches the attention of the people for them to read about the prevention
of skin diseases.
The advertisement/drawing matched what is being described in column
B. A message that people can read about the prevention of skin
diseases.
For hardly making an advertisement/drawing that should match what is
being described in column B. Message that hardly catches the attention
of people to read about the prevention of skin diseases.

ACTIVITY 5: “R. U. R. on this”
Dear ________________________,

(please write your name in the blank)

It is a great opportunity for you to read my story. My name is Remedios, We are
five in the family. I have three brothers and one younger sister where I am the eldest.
We are living in a very small house and my father works as a carpenter while my mother
stays at home to take care of my siblings.
We are a happy family even though, we suffer a lot in our health. I was in grade
8 when my teacher taught us about the prevention and control of communicable
diseases. And I have been applying what I learned until now and I am improving
everyday.
Lack of water causes us much problem. We bathe at least twice a week but still
all of us have body odors. My younger brother’s face is full of acne. My father complains
of athlete’s foot every time he removes his shoe when he gets home. Our small house
smells bad in every corner. My mother’s neck is full of warts. All of us even have lice. I
don’t know what I have on my chest that looks like ring. I am thankful that we have
learned lessons on how to prevent and control of communicable diseases.
After learning from the class discussion I was really challenged to share to the
whole family about skin diseases. So one night, after dinner, I asked permission from
my father to discuss what I learned and that we have to help one another to have these
skin diseases cured and prevented.
All of us were not happy with our sickness and so we agreed to work hand in
hand to solve the problem. One Saturday, my father told us to go to the health center.
204

We were instructed ways to treat our illnesses. We were taught to a take bath every
day, not to share personal things to family members so that we will not infect one
another.
I know that my family is not happy of our skin problems, so I would like to
encourage you to apply what you have learned in school for you not to experience what
my family and I have experienced.
Love and concern,
Remedios
-Judith Langbayan-Javier

After you read the letter,
1. What can you say about the letter of Remedios?
2. Can you also do what she did? How will you do it?
3. If you are in her situation, what steps will you do to solve your family
health problems?
Next thing you’ll do is letter writing. Please bring out a whole pad paper.

Write a letter and address it to Remedios. Share your feelings when you were
reading her letter and why did you feel that way. Share also if you have similar
experiences. Tell her that you would like to do what she did and how you will do it.

Dear Remedios,
____________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
_____________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
_____________________________________________
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__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Very truly yours,
_______________________________

After writing, five volunteers from each row will read to the class their
letters. Did it help you express your feelings after you wrote to Remedios? I know
it helped you a lot.
This time you will have your summative test. This will help you measure how far
you knew the lesson and because you understood the lessons, you are ready to apply
them in your daily life

ACTIVITY 6: Summative Test

SUMMATIVE TEST
NAME ___________________________
SECTION ________________________

SCORE ______________
DATE ________________

MULTIPLE CHOICE:
DIRECTION: Carefully read the questions and choose the correct answer from the
choices and write the letter of your choice on the blanks provided at the
right side.
1. These are tiny microorganisms that infect or invade the body and attack
body cells and tissues.
A. Bacteria
1.___
B. Pathogen
C. Virus
206

2. Pneumonia is a sickness caused by pathogen called_____.
2. ___
A. Bacteria
B. Fungus
C. Virus
3. Rickettsias need living cell in order to grow and multiply, which of the
3. ___
following is a rickettsias?
A. Dysentery
B. Small pox
C. Ticks
4. Athlete’s foot is a disease caused by pathogen called ____
4. ___
A. Fungi
B. Parasite
C. Protozoans
5. Which of the following virus enters the respiratory system and cause sickness?
5. ___
A. Cold
B. Rabies
C. Wart
6. This is a pathogen that causes amoebic dysentery.
6. ___
A. Parasite
B. Protozoa
C. Virus
7. Helminths is a pathogen meaning ______.
7. ___
A. Bacteria
B. Parasite
C. Virus
8. This helminth lives in the intestines and causes a serious illness known as
8. ___
A. Bilharziasis
B. Schistosomiasis
C. Trichinosis
9. Prevention of helminth diseases requires__.
9. ___
A. Eating good food
B. Maintain cleanliness
C. Taking medicine
10. Diseases caused by the direct and indirect spread of pathogens from one
10. __
person to another are called _______ diseases.
A. Communicable
B. Non-communicable
C. Toxin Bacteria
In chronological order, arrange the following stages of infection according to the graph
of disease process in numbers 11 to15 and the chain of infection in numbers 16 to 20.
Write the letter of each correct entry.
A. Convalescene stage is recovery stage.

11. __
207

B. Illness stage is when specific severe sign and symptoms appear.
C. Incubation stage is when a person acquires the pathogen.

12. __

13. __
D. Prodromal stage is when there are non-specific signs and symptoms
appearing
14. __
E. Decline stage is the time when the signs and symptoms of the sick person
slowly goes down.
15.__
The chain of infection starts when a pathogen lives in a
A. passed through a direct or indirect Mode of Transmission.
16. __
B. Reservoir which can be a living or non-living object. When the pathogen
17. __
C. Susceptible Host if one who has low immunity resistance is the next victim.
D. leaves the reservoir through a Portal of Exit, the pathogen is
E. The organism then enters the body through a Portal of Entry and the

18. __
19. __

20. __
Fill in the blanks. Choose you answer from the choices below and write the
letter of the correct answer on the blanks provided at the right side.
21. In the three level of prevention, the first is called ____________of prevention. 21.__
22. The objective of this first level is to ______________ one from having the
22. __
23. disease. ________________ is probably the best example of this level of
23. __
prevention and health education to all.
24 . The second level of prevention is called ______________.
24. __
25. This level of prevention aims to prevent further ____________ when
25. __
the disease has already started. The best action to do in this level is
26. prompt diagnose and ______________.
26. __
27. ________________ tests are excellent examples of this level.
27. __
28. The third level of prevention is called _____________. The focus of this
28. __
29. level is ________________ the sick person so as to prevent long-term
29. __
complications of the disease. The best thing to do in this level is follow-up
30. and very close ________________(24/7) of the sick person.
30. __
Choices:
A. Damage
B. Immunization
C. Monitoring
D. Primary level
E. Prevent

F. Rehabilitating
G. Screening
H. Secondary Level
I. Tertiary Level
J. Treatment

208

The learner demonstrates a complete performance on the following
activities:
Activity : ACT NOW!
“Act now before it will be too late,” as the saying goes. Let’s see how you will do
your part. It’s time for you to do a pantomime. The males are grouped into five smaller
groups. Choose a leader who will draw a paper from the box. The word written on the
paper will be your group name. The word written on the paper will be parts of the body
such as nose, mouth, eyes, etc.
Each group will be given 15 minutes to conceptualize and practice a 5-minute
pantomime presentation. The pantomime will focus on “The spread of diseases using
the different modes of transmission.” Example, if your leader drew “nose” from the box,
then focus your presentation on this, “Diseases are spread through the nose using the
chain of infection.”
The female groups will do the same just as what the males will do. The group’s
name will depend on the word that is written on the paper drawn from the box. The
name of the group will also be a part of the body. The pantomime will focus on “The
prevention of the spread of diseases from the different modes of transmission.
209

Example, if the leader drew “food” from the box, then focus your presentation on how to
prevent the spread of infections from the food we eat.
After 15 minutes, each group will present for 5 minutes. Each group must jot
down what they observed about the spread and prevention of diseases. After that, the
observations will be shared with the class.
Please look into the criteria in rating your presentations.
Criteria:
Your score is 25

if

1. Your group will present a very clear and understandable message.
For the Male, the spread of diseases using the different modes of
transmission and
For the Female, the prevention of the spread of disease from the different
modes of transmission.
2. Each member will take part in the presentation.
3. The group will present for 3 minutes.
Your score is 20

if

1. The group will clearly present the pantomime but with a little assistance from
other people on how to prevent the spread of diseases.
2. Each member of the group will actively participate.
3. The group will present for 3 minutes.
Your score is 15

if

1. The group hardly and vaguely presented a pantomime despite the assistance
of other people.
2. Most of the group members will not actively participate.
3. The group will not present three minutes.
After the presentation, share to the class what you have learned and
observed from the presentations. Are you ready to perform in real life the
preventive measures on spread of diseases?

HOME WORK: COMMITMENT on how I can help prevent the spread of diseases.
Write your commitment in your journal or activity notebook. Affix your
signature on your work and ask your parents to read then sign. Use the following
questions as your guide.

210

Guide questions:
1. As a teenager, what can I do to prevent the spread of diseases?
2. How can I help my classmates, schoolmates, and my family not to be infected
by diseases?

RECOMMENDATION:
It is time for you to make a recommendation that will help prevent the spread of
communicable diseases. Consider the following:
SUGGESTIONS:
1. “Wash hands” campaign poster.
2. Cleanliness slogan.
3. Personal journal on individual daily actions to promote cleanliness.
4. Bookmark on prevention and control of communicable disease.

STEP:
1. Write a letter to your school student organization(SSO), barangay captain,
parents, neighbors, etc.
2. Coordinate with your SSO, barangay captain, parents, and neighbors if they
have some activities that you can tie up with.
3. Suggest steps or tips how to maintain and monitor it.
RUBRICS:
Transfer of understanding to life situations (30%) as demonstrated through:


Products – outputs which are reflective of learner’s creative
211

application of understanding; and


Performance- skillful exhibition or creative execution of a process,
reflective of masterful application of learning or understanding.

ADVANCED (26-30%) – The student independently demonstrates the ability to create,
add value and transfer his/her/their understanding to life
situations in the form of products and performances.
This
means that the product or performance reflects the
following
attributes:
•

The entire process from planning to execution was carried out by
the student, with no guidance from the teacher.

•

The product or performance is well thought out by the student from
planning to execution. Potential problems have been identified and
appropriate remediation has been put in place should problems
arise.

•

Values formation is evident as demonstrated by the students in
their performance.

•

The product or performance is a demonstration of a creative
application of enduring understanding in a new or novel context.

PROFICENT (21-25%) The student demonstrates the ability to create, add
value, and transfer his/her understanding to life situations in
the form of products and performances, but the product or
performance
can still stand improvement in a number of areas, namely
the following:
•

The entire process from planning to execution was carried out by
the students with some guidance/ coaching from the teacher.

•

The product or performance is well thought out by the student
from planning to execution. Potential problems have been
identified and appropriate remediation has been put in place
should problems arise.

•

Values formation is evident as demonstrated by the students in
their performance.
212

•

The product or performance is a demonstration of a creative
application of enduring understanding in a new or novel context.

APPROACHING PROFICENCY (16-20%) – The students strive to use understanding or
leaning creatively in producing products or performance as
manifested in
the following:
•

The students attempt to do the tasks entirely on their own, but
seeks the teacher’s help for the majority part of the process.

•

The products or performances have some flaws in the design that
the students addressed with help from the teacher.

•

There is little evidence of values formation as demonstrated by the
students in their performance.

•

A little creative application of enduring understanding is shown in
the product or performances. The context or situation in which the
understanding is applied is ordinary or common. There are limited
attempts at novelty (e.g. formatting, organization, packaging,
presentation).

DEVELOPING (11-15%) – The students show inadequacy in using understanding or
learning creatively in their products or performances. The
inadequacy is manifested in the following:
•

The entire process from planning to execution had not been carried
out by the student, without the teacher’s guidance and coaching.

•

The product or performance is poorly thought out by the student
from planning to execution. There are marked flaws in the design
that the student is not even aware of.

•

There is almost no evidence of value added by the student in the
execution of the process or in the use of understanding or learning.

•

Every aspect (e.g. formatting, organization, package, presentation)
of the product or performance is just a copy of what has been
taught in class.

BEGINNING (6-10%) – The student shows great difficulty in using understanding or
learning creatively in producing products or performances.
The
difficulty is manifested in the following:
213

•

The entire process from planning to execution was poorly carried
out by the student), without the teacher’s guidance and coaching.

•

The product or performance is poorly thought out from planning to
execution. There are many obvious flaws in the design that the
student has ignored.

•

There is no evidence of values formation as demonstrated by the
students in their performance.

•

The product or performance does not show creative application of
enduring understanding. The context or situation in which the
understanding is applied is very ordinary or common. There are no
attempts at novelty (e.g. in formatting, organization, packaging,
presentation).

Activity 2 - Self Monitoring
In your journal/activity notebook, copy the chart as shown. In your daily chart,
write what you can do to keep your self, home, school, and community clean. Prepare
four copies of this chart. Ask your parents and your teacher to monitor you if you are
doing it.
Attach your signature and your parents’ signature too.
SELF MONITORING CHART
Committed to

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday
214

maintain
Cleanliness
-Self
-Home
-school
-community

Check only if you have accomplished it
Committed to do
I do not drink from somebody’s bottle/glass.
I use my own comb and don’t share others’ comb.
I do not share my towel or use others’ towel.
I do not share my socks to others or use other socks.
I wash my hands before and after using them.
I wear only washed clothes

________________________
STUDENT’S SIGNATURE

M

T

W Th F S S

______________________________
PARENT’S SIGNATURE

Figure 2

SUMMARY/SYNTHESIS/GENERALIZATION
It is very encouraging to know that you are through with this material, Disease
Prevention and Control (Communicable). Your readings, accomplishments in doing the
activities and projects or performances and interacting, discussing with your classmates
are assurances that you have learned a lot from this material. The saying, “Prevention is
better than cure” become more significant to you because of the importance of
practicing preventive measures that diseases will not infect you. It is also a challenge on
your part to practice daily these preventive measures you have learned. I know that you
will share them to your family, friends, and classmates especially how this module
215

influenced you. A saying goes, “Learning without application is no learning at all.”
In the first part of this material, you are introduced to the overview content of this
material and likewise the things you are expected to do.
In the pre-assessment you are given activities that help you assess how far you
know the lessons and you are introduced to new concepts.
The learning goals and targets serve as your guide that lead you to what is
expected of you.
Part one is what to know. Your knowledge is challenged there. The activities
given aim to evaluate your stock knowledge. Misconceptions are clarified as you go
through this part. There are readings given to enhance and let you know that there are
many things to learn.
In part two, what to process, you are provided with activities that help you assess
your skills especially in processing challenges in life. One of which is how you can be
part of the prevention and control of communicable diseases.
Part three deals with what you need to reflect and understand. You are made to
see what others cannot see or your attitude is put to a test to really see if you can apply
what you have learned. In this part, you do not just learn how to cook rice or do the
cooking but you learn why you need to cook and the result of your cooked food should
be good t your health.
Finally, the fourth part is the final test to see if you understood the what, when,
where, who, why, and how to prevent and control communicable diseases. Now, can
you really say that you make all what you’ve learned part to your daily life? The answer
lies in you.

GLOSSARY OF TERMS
A
ATHLETE’S FOOT is caused by a fungus that grows on or in the top layer of skin.
B
BACTERIA are one-celled microscopic organisms that rank among the most
widespread of living things. Some are small that a single grain of soil
may contain over 100 million of them and most bacteria do not cause
disease.
BIOFEEDBACK is a process of becoming aware of physical events in your body that
216

normally you are not aware of.
C
COMMUNICABLE DISEASES are those that are transmissible from one host, person
(host) or animal, to another person.
CONVALESCENCE is the stage when acute symptoms of infection disappear.
D
DISEASE is an abnormal condition affecting the body of an organism.
F
FUNGI are simple organisms that cannot make their own food.
H
HOST is a plant or animal that the parasite feeds on.
I
ILLNESS STAGE is the interval when a sick person manifests signs and symptoms
specific to a certain type of infection.
IMMUNITY is the body’s natural resistance to pathogens.
INCUBATION STAGE is the interval between the entry of pathogen into the body until
the appearance of first sign or symptom.
J
JOCK ITCH is characterized by an itchy, red rash on the genitals, inner thighs and
buttocks. It occurs in warm, moist areas of the body and is common in
athletes and people who are obese or perspire a great deal..
M
MODE OF TRANSMISSION is a method of transfer by which the pathogen moves or is
carried from one host to another.
P
PASSIVE IMMUNITY is the temporary immunity that the infant acquires from the
mother.
PARASITE is a microorganism that gets their food supply in a living plant or animal.
PATHOGEN is an organism that causes disease to its host; also known as
infectious/disease agent.
PORTAL OF ENTRY is an opening that allows the microorganism to enter the host. It
includes body orifices, mucus membranes, or breaks in the skin.
PORTAL OF EXIT is a place of where pathogen leaves the reservoir such as the nose,
Mouth, or anus.
217

PRODROMAL STAGE is the interval from the onset of non-specific signs and
symptoms to more specific symptoms.
PROTOZOANS are single-celled organisms that are larger than bacteria and have
more complex cellular structure.
R
RESIDENT BACTERIA that lives in the human mouth and intestines and on our skin.
RESERVOIR is a place where pathogen thrives and reproduces such as human beings,
animals, and inanimate objects such as water, table tops, and doorknobs.
RICKETTSIAS are organisms that are considered intermediate, that is, somewhere
between a virus and a bacterium.
RINGWORM of the body (Tinea Corporis) usually causes a very itchy rash. It is caused
by fungus. It often makes a pattern in the shape of a ring, but not always.
Sometimes it is just a red, itchy rash.
S
SUSCEPTIBLE HOST is a person who cannot resist a pathogen because of weak body
immunity.
SYMPTOMS are subjective manifestations of disease such as stomach ache.
T
TOXINS BACTERIA are bacteria that produces certain poison.
V
VIRUS are small, simple lifelike forms-from one half to 100 the size of a bacteria.
VACCINES are preparations that usually composed of dead or weakened viruses that
provide immunity by causing the body to produce antibodies against the
pathogen.
W
WARTS are the most common of dermatological complaints. Warts are slightly
contagious and you can spread them to other parts of your body by
touching them or shaving around infected areas.

218

Grade 8 Health 3rd grading

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